Cluster

Please choose at least 3 cluster for each course.

Cluster Taxonomy
Demonstrate systematic comprehension (understanding) of a broad range
Cognitive
Knowledge & of complex technical and theoretical knowledge and skills to undertake
CLS1 CLS1 (Bloom) C1 –
Understanding varied, complex, routine and non-routine tasks/ study within a
C3
field/discipline.
Identify, interpret, apply and evaluate general concepts, theory and/or
CLS2i operational principles within a well-defined context of a subject/discipline Cognitive
CLS2 Cognitive Skills and/or work with minimal supervision. (Bloom) C1 –
Solve problems of a common and well-defined kind as well as those others C5
CLS2ii
of a non-routine nature.
Apply a limited range of practical skills, essential tools, methods and
CLS3ai Psychomotor
procedures to perform required tasks/work.
CLS3a Practical Skills (Simpson)
Reflect and make adjustments to practices and processes, as necessary,
CLS3aii P1-P6
related to routine or non-routine tasks.
Psychomotor
(Simpson)
Communicate clearly, both orally and in writing, ideas,
Communi P1-P6 /
CLS3bi information, problems and solutions, to others including peers,
cation Affective
experts and non-experts.
(Krathwohl)
Interpersonal &
A1- A5
CLS3b Communication
Affective
skills Interperso Interact effectively, individually or as member of a team with
CLS3bii (Krathwohl)
nal supervisors, peers and subordinates.
A1- A5
Affective
Communi Demonstrate a high level of proficiency in at least one other
CLS3biii (Krathwohl)
cation language besides the national language.
A1- A5

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 Cluster Taxonomy
Use a range of digital applications to support study/work as well
CLS3ci Digital
as to seek and process data related to work or study. Psychomotor
Digital &
CLS3c (Simpson)
Numeracy Skills
Demonstrate skills to use and interpret routine and complex P1-P6
CLS3cii Numeracy
numerical and graphical/visual data.
Autonomy Perform work with significant degree of personal responsibility
Leadership, & and autonomy under broad guidance and direction on well- Affective
CLS3di
CLS3d Autonomy & responsibili defined and non-routine study/work activities performed in a (Krathwohl)
ty variety of contexts.
responsibility A1- A5
CLS3dii Leadership Lead and manage diverse teams to manage issues at work.
Identify self-improvement initiatives and possibilities for
CLS4i Personal further education.
Develop realistic career and professional goals.
Personal & Affective
Entreprene
CLS4 Entrepreneurial CLS4ii Explore and engage in activities relating to entrepreneurship. (Krathwohl)
urial
Skills A1- A5
Show interest in and participate at professional and civic
CLS4iii Personal activities leading to local and region wide communities
building.
Demonstrate ability to understand and comply with,
CLS5i Ethics Affective
Ethics & organizational and professional ethics in work environment.
CLS5 (Krathwohl)
Professionalism Professiona Demonstrate ability to apply sustainable practices in the
CLS5ii A1- A5
lism context of local and global work and social environment.

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Teaching & Leaning Method

T & L Method Description

Lectures  Formal classes in which lecturers present subject material to all students enrolled in a given subject.
Lectures are formal lessons, in which student usually sit and take notes while the lecturer talks. Student
are generally not required to actively participate, other than ask questions when invited to do so.
Lectures generally are directed at large numbers of students. Sometimes there are hundreds of students
in a single lecture.
Purpose: Facilitates the acquisition of knowledge and the development of skills in active listening and
note taking.

Tutorial Usually less formal than a lecture, tutorials are small classes in which material from lectures and
readings can be discussed in more detail.
Tutorials are less formal than lectures and provide an excellent opportunity for students and their tutors
to discuss key to pics, ideas and concepts. The size of the tutorial group p is usually much smaller that of
a lecture. This allows students to actively participate in the discussion. This is valuable to students who
want clarification, extra help or to ask questions that are not addressed in lectures. Tutorials are source
of intellectual stimulation and a great learning tool through discussion with other students under the
guidance of the tutor. Talking about topics is a very good way to clarify your own understanding of the
topic. This makes learning easier because the more you understand the easier it is to remember the
work.
Seminar A combination of a Lecture and Tutorial (usually comprising of both the lecture and tutorial being taught
together)

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T & L Method Description
Laboratories Laboratories (“labs”) are like tutorials except that there is usually a practical component or task that
must be completed during the lab. Labs are run by either a lab supervisor or a tutor. Because the main
purpose of a lab is to complete a certain task, you will have the opportunity during the lab to discuss
problems and ask questions. You are usually required to complete a lab report, based on the lab
attended.
Interactive learning An interactive lecture is an easy way for instructors to intellectually engage and involve students as
active participants in a lecture-based class of any size. Interactive lectures are classes in which the
instructor breaks the lecture at least once per class to have students participate in an activity that lets
them work directly with the material. 
 The instructor might begin the interactive segment with an engagement trigger that captures
and maintains student attention. 
 Then the instructor incorporates an activity that allows students to apply what they have
learned or give them a context for upcoming lecture material. 
 As the instructor feels more comfortable using interactive techniques he or she might begin to
call upon a blend of various interactive techniques all in one class period.
 Making lectures interactive by including techniques such as think-pair-share, demonstrations,
and role playing, can foster active engagement and enhance the value of the lecture segments. 
 Using techniques that allow all of the students to participate, instead of having individual
students answer questions when called on, will promote student retention and learning of the
material presented during lecture, give students practice in developing critical-thinking skills,
and enable instructors to assess how well the class is learning that day. 
Cooperative learning Cooperative learning involves students working in small groups to complete tasks or projects. Tasks are
structured so that each group member contributes to the completion of the task. Success is based on
the performance of the group rather than on the performance of individual students.
Example of Cooperative learning : Think–pair–share, Forming learning groups,
Group discussions Group discussions help students learn to articulate their views and respond to opinions that differ from
their own. Group discussions may involve the whole class or a small group. Groups of two to six students
work well. Participating in group discussions help students consider other people’s perspectives and
develop effective problem solving skills.
Example of include Group discussions : Talking circles, Brainstorming

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T & L Method Description

Micro-activities
 Brainstorming: Students contribute ideas on a topic. Demonstrates ability to generate ideas on a
topic.
 Concept Mapping: Involves identifying concepts and relating them to the network of other
concepts. Demonstrates ability to generate ideas on a topic
 Problem Solving: Students in pairs or groups are provided with a problem to which they must
respond according to a direction. eg analysis of the issue, resolution, how it might be resolved,
resources/ authors that are relevant.
Facilitates the development of problem solving skills in a group context.
 Question and Answer Pairs (oral): Students ask the student next to them a question about the
topic under consideration. May be: something the question needs to understand; a question that
requires a response; a response/reaction to a concept; summary of an idea and a process.
Facilitates the understanding of content and the development of higher order cognitive skills.
 Question and Answer Pairs (written) : The activity is the same as above except the answer needs
to be written. Facilitates the understanding of content and development of higher order
cognitive skills.
 Question and Answer Pairs (reading): Students read a short piece and then explain it/answer a
question about it to each other.
Facilitates the understanding of content and higher order cognitive skills.
 Question and Answer Pairs (issue): Students write briefly and then share their answers with the
person nearby. Triggers may be: a response to a student question in class, how to explain a
commonly made mistake, an example of a model/pattern, an application of a particular idea.
Facilitates the understanding of content and the application of ideas.
 Question and Answer Groups (oral): Each participant in a small group take turns in asking the
group a question. The group confers until they have all agreed on the answer. The questioner
nominates one person to give the group response.
Facilitates the understanding and articulation of content through group processes.
 Question and Answer Groups (written): Questions are written on butchers’ paper and stuck on

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T & L Method Description
the wall. Small groups rotate through the questions and write their responses to the questions or
provide additional ideas where there is already a response.
Facilitates the understanding and articulation of content through group processes.
 Question Generator: Students are presented with a brief scenario and are asked to generate the
questions that would need to be explored in order to resolve the issues.
Facilitates the development of analytical skills.
 Quiz : Formative assessment opportunity which provides feedback for staff and/or students.
Facilitates learning by identifying what is not yet understood.
 Role Plays : Students assume an identified role within a scenario and play out that role. Provides
opportunity for students to see other perspectives.
 Rotating Explanations: Students sit in a circle and are: Some time is given for students to
individually consider the topic. A person is nominated to start the explanation/answer. Any
person in the group can interrupt and take over the explanation by raising their hand and
continue until another person takes over.
 Simulated Interviews: Students in groups of three are given the task of interviewing each other
about a particular topic. The interviewee is provided with a role to play which involves a number
of pertinent issues not known to the interviewer. The third member provides feedback on the
interviewer’s approach. Facilitates development of interpersonal and problem solving skills.
Online teaching Blog: Online posts made by the owner(s)/author(s). Readers can comment. Documents opinions, views
over time.
Facilitates personal responsibility for learning through sustained reflection and self-critique.
Wikis: Collaborative online tool which can be used by a group to achieve consensus through progressive
iterations of documents.
Facilitates collaborative learning through creating shared documents in an online context
Discussion Boards : Asynchronous group interaction involving short postings about set topic which are
organised into threads.
Facilitates interaction with others on a specific topic in an electronic environment
Facebook : Social networking website that facilitates online communication and sharing material such as
photos, videos and stories.
Facilitates collaboration through the use of contemporary technologies a real world context.

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T & L Method Description
Smart Phones: An advanced form of a Wireless Mobile Device (WMD) that functions like a computer by
providing communication facilities (mobile phone, internet access, email, and GPS) and devices such as
camera, video, MP3 player.
Facilitates interaction, access to and sharing of resources, capturing images and sound.

Online teaching Virtual Classroom: Students engage in activities online in a simulated classroom.
Facilitates participate in an integrated online environment including discussion, blogs, wikis, working in
groups, quizzes, presentations.
Quiz: Formative assessment opportunity which provides feedback for staff and/or students.
Facilitates learning by identifying what is not yet understood.
Past exam papers Students are introduced to typical exam questions and gain experience in useful strategies and
approaches. May be provided within a group-based setting or as a resource.
Provides opportunity for students understand the nature of the exam and how to prepare for it.
Peer Assisted Students provide teaching and support to their peers. Formal arrangements use more senior students
Learning and include training and payment for peer tutors.
Peer teachers provide a student’s insight into the topic. Reinforces learning for the teacher as well as the
learner
Performance Students perform readings of poetry, plays etc as a means of understanding specific literary techniques
or particular writings.
Facilitates an understanding of the creative work and its literary characteristics
Readings Selected readings identified by the lecturer which may be the basis of resource-based learning or used in
conjunction with face-to-face. May be accessed online.
Facilitates understanding of content through selected items
Independent study Independent study is an individualized learning experience that allows students to select a topic focus,
define problems or questions, gather and analyze information, apply skills, and create a product to show
what has been learned.
(final exam preparation)
Portfolio Portfolios are a chance for students to gather, organize and illustrate examples of their learning and
development accomplishments. It is the process of creating, collecting, reflecting on and selecting work samples that

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T & L Method Description
engages students in continuous reflection and self-assessment.
Journals and learning Journals and learning logs provide students with opportunities to record their thoughts, feelings and
logs reflections on a variety of topics or experiences. Journals allow students to explore ideas and clarify their
own thinking.
Role-playing helping students build communication skills, express feelings and increase awareness of how others
think and feel. Role-playing provides students with opportunities to explore and practise new
communication skills in a safe, nonthreatening environment, express feelings, and take on the role of
another person by “walking in another’s shoes.”
Cognitive Cognitive organizers (also known as key visuals or graphic organizers) are formats for organizing
Organizers information and ideas graphically or visually. Just as cooperative learning groups make student thinking
Ex: mid mapping audible, cognitive organizers make student thinking visible.
Students can use cognitive organizers to generate ideas, record and reorganize information, and see
relationships. They demonstrate not only what students are thinking but also how they are thinking as
they work through learning tasks.

Examples of cognitive organizers include Idea builders, T-charts, Venn diagrams, P–M–I charts, decision-
making models, K–W–L charts and mind maps.
Issue-based The world offers many complex issues. It is essential that students have opportunities to develop their
inquiry abilities to think clearly and make decisions about issue. One way to create these opportunities is
through issue-based inquiry with real-life issues.
Guest Lecture series Prominent speaker from the industry and academic institutions
Case Studies, Students engage in scenarios or rule-based strategic decisions that present real world problems in a
Simulations and discipline context.
Games Facilitates the appreciation of complex, real world problems and the skills to determine effective
responses to them. May also demonstrate team work

Debate Two teams take opposing positions on a topic and present arguments for their respective positions.
Facilitates development of higher order cognitive skills, the skills to research a topic and to understand it
from a range of perspectives, and to present persuasive arguments orally to an audience.

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T & L Method Description
Field-based Learning Students engage in activities in real-world situations.
Facilitates the understanding of real world situations, and the development of skills in operating in
professional contexts
Reflective Journals A cumulative record of learning and responses and reactions to these learning experiences.
Facilitates the formation of perspectives over time.
Resource- Students use already available resources for self-instructional learning. Generally replaces face-to-face
based/web-based (or part of it) and is facilitated through a study guide.
learning

Practical Activity investigations, procedures and techniques, fieldwork, data analysis using ICT, analyzing results, Teacher
demonstrations, surveys, presentations and role play, simulations including use of ICT models and
modelling and group discussion

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Assessments type:

Test, Quiz, Final Exam, Essay, Short Answer question,

CLS1 Knowledge & Understanding
Reflective Journal/ Portfolio, Final exam
Case study, Report, Essay, Problem Based Learning,
CLS2 Cognitive Skills
Project, Final exam
Laboratory report, case presentation, web based skills,
CLS3a Practical Skills Practical test, practical quiz, practical/ studio work,
skills test, assignment, project, portfolio, Problem
CLS3c Digital & Numeracy Skills Based Learning (task), data analysis, Demonstration,
Assignment, Reflection, simulation
Interpersonal & Communication Roleplay, Demonstration, Assignment, Article review,
CLS3b
skills Presentation, Project, Case study
Field visit/trip, project, roleplay, case study, situational
Leadership, Autonomy &
CLS3d test, test (case based), presentation, group discussion,
Responsibility
demonstration, interview, case report,
Coursework, Assignment, Reflection Report, Group
Discussion, Forum, Case Study (Group), Simulation,
Personal & Entrepreneurial Oral Presentation, Written Business Report, Product
CLS4
Skills Sales and Exhibition, Engagement in entrepreneurial
activity, Written Report, Business Plan, Financial
Report.
Demonstration, reflection, case study, roleplay,
project, presentation,
CLS5 Ethics & Professionalism
Field visit/trip, situational test, test (case based),
presentation, group discussion.

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Other Assessments type

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